One of the key challenges facing instructors of undergraduate introduction to behavior analysis courses is helping students learn to identify the environmental variables that control behavior. Goldiamond frequently employed exploratory and targeted logs to help his clients understand the environmental controlling variables that supported their behavior. We describe a preliminary analysis of the use of adaptations of Goldiamond’s exploratory logs in the context of a behavior change project incorporated in several undergraduate introductory behavior analysis courses across three semesters. Three “levels” of exploratory logs were created in which students were asked to record an increasing number of the components of the three-term contingency. Students were also asked to answer the question, “why did this behavior occur” for each behavior reported. In the first semester, students received feedback on their exploratory logs through an online course management system and in the subsequent two semesters students received feedback on their exploratory logs during class periods. Each level of the students’ exploratory logs was scored according to the type of explanation (e.g., explanatory fiction, behavioral) students provided for the behavior. The results show that the combination of the behavior change project and in-class feedback promoted more behavioral explanations for the behaviors recorded than the combination of the behavior change project and feedback provided through the online, course management system.

本科生行为分析课程导论面临的主要挑战之一是帮助学生学会识别控制行为的环境变量。Goldiamond 经常使用探索性和有针对性的日志来帮助他的客户了解支持他们行为的环境控制变量。我们描述了在行为改变项目的背景下使用 Goldiamond 的探索性日志改编的初步分析，该项目纳入了三个学期的几个本科介绍性行为分析课程。创建了三个“级别”的探索性日志，要求学生在其中记录越来越多的三个学期意外事件的组成部分。还要求学生针对报告的每种行为回答“为什么会发生这种行为”的问题。在第一学期，学生通过在线课程管理系统收到关于他们探索日志的反馈，在随后的两个学期中，学生在课堂期间收到关于他们探索日志的反馈。根据学生为行为提供的解释类型（例如，解释性小说、行为）对学生探索日志的每个级别进行评分。结果表明，行为改变项目和课堂反馈的结合比行为改变项目和通过在线课程管理系统提供的反馈的结合促进了对记录行为的更多行为解释。学生通过在线课程管理系统收到关于他们探索日志的反馈，在随后的两个学期中，学生在课堂期间收到关于他们探索日志的反馈。根据学生为行为提供的解释类型（例如，解释性小说、行为）对学生探索日志的每个级别进行评分。结果表明，行为改变项目和课堂反馈的结合比行为改变项目和通过在线课程管理系统提供的反馈的结合促进了对记录行为的更多行为解释。学生通过在线课程管理系统收到关于他们探索日志的反馈，在随后的两个学期中，学生在课堂期间收到关于他们探索日志的反馈。根据学生为行为提供的解释类型（例如，解释性小说、行为）对学生探索日志的每个级别进行评分。结果表明，行为改变项目和课堂反馈的结合比行为改变项目和通过在线课程管理系统提供的反馈的结合促进了对记录行为的更多行为解释。行为）学生提供的行为。结果表明，行为改变项目和课堂反馈的结合比行为改变项目和通过在线课程管理系统提供的反馈的结合促进了对记录行为的更多行为解释。行为）学生提供的行为。结果表明，行为改变项目和课堂反馈的结合比行为改变项目和通过在线课程管理系统提供的反馈的结合促进了对记录行为的更多行为解释。